Art, creativity and social and emotional development among high ability/gifted (HA/G) students: considerations based on Vygotsky

Abstract

The education of high ability/gifted (HA/G) students is assured by prevailing legislation which provides gifted children with the right to special education (BRASIL, 1996; VIRGOLIM, 2012; PISKE, 2014b). However, although special education is a right, many gifted children find themselves excluded at school (FREITAS; REICH, 2015). In view of this, the purpose of this study is to investigate the implications of art and creativity to the social and emotional development of HA/G students in an inclusive context. This investigation is justified in that it seeks to explain the educational potential of artistic and creative activities. This is an exploratory qualitative study focussing on a case study. As such the data collection instruments we used were a semi-structured interview. The participants of this study were ten students identified as being HA/G attending public schools in a municipality in the State of Paraná. Based on the analysis of the data it was possible to perceive that art and creativity are an instrument that assists HA/G students in coping with their inner world, as well as providing opportunities for making use of their creative and innovative potential. As such this study points to the need to review teaching practices directed towards students with greater potential, as well as the need to investigate teaching methods which integrate artistic and creative activities in their educational practices.